Thinking Processes Level 5 (Years 7 and 8)
Learning focus
As students work towards the achievement of Level 5 standards in Thinking Processes, they participate in increasingly complex investigations and activities in which they seek evidence to support their conclusions, and investigate the validity of other people’s ideas; for example, by testing the credibility of differing accounts of the same event, questioning conclusions based on very small or biased samples of data, and identifying and questioning generalisations. From such investigations and activities, students learn to make and justify changes to their thinking and develop awareness that others may have perceptions different from their own.
Students draw on an increasing range of contexts to formulate the questions that drive their investigations. They participate in challenging tasks that stimulate, encourage and support the development of their thinking. They apply a range of discipline-based methodologies to conduct inquiries and gather, analyse and synthesise information. They gather information from a variety of sources and begin to distinguish between different types (for example, quantitative and qualitative) and sources (primary and secondary) of data. They begin to synthesise both self-selected and teacher-directed information to make meaning. They recognise the complexity of many of the ideas and concepts they are exploring and use a range of thinking strategies to develop connections.
Students increasingly focus on tasks that require creative thinking for understanding, synthesis and decision making. They develop creative thinking behaviours and strategies through flexible approaches; for example, considering alternative perspectives, suspending judgment, seeking new information and testing novel ideas. They evaluate alternative conclusions and perspectives using criteria developed individually and in collaboration with their peers.
Students reflect on their own learning, seeking to refine existing ideas and beliefs when provided with contradictory evidence. They develop their capacity to identify, monitor and evaluate the thinking skills and strategies they use. During their investigations and inquiries they use specific language to discuss their thinking and reflect on their thinking processes. They reflect on, modify and evaluate their thinking strategies.
Standards
Reasoning, processing and inquiry
At Level 5, students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions.
Creativity
At Level 5, students apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions. They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.
Reflection, evaluation and metacognition
At Level 5, students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time.
Downloads
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Thinking Processes booklet (
PDF - 224KB) - Thinking Processes standards table (Doc - 40KB)
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Victorian Essential Learning Standards Level 5 ( PDF - 755KB)
